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Predictors of Four Criteria of Self Concept in Educable Mentally Retarded Adolescents
Peer reviewed Peer reviewed
Carvajal, Antonio L. – Exceptional Children, 1972
Reported was a study on the effect of integrated and segregated educational settings, respectively, on the self concept of 100 educable mentally retarded adolescents. (GW)
Descriptors: Exceptional Child Research, Mainstreaming, Mental Retardation, Mild Mental Retardation
Self Concept and Academic Achievement of Educable Retarded and Emotionally Disturbed Pupils
Peer reviewed Peer reviewed
Calhoun, George, Jr.; Elliott, Raymond N., Jr. – Exceptional Children, 1977
Descriptors: Academic Achievement, Educational Research, Emotional Disturbances, Mainstreaming
The Efficacy of the Resource Room for Educating Retarded Children
Peer reviewed Peer reviewed
Walker, Valaida Smith – Exceptional Children, 1974
Twenty-nine 10-year-old educable mentally retarded Ss in a resource room program were matched on age, intelligence and reading level (preprimer) with 41 special class controls to determine the efficacy of the resource room as an alternative to special classes. (MC)
Descriptors: Children, Exceptional Child Research, Mainstreaming, Mental Retardation
Placement of Black and White Children in Educable Mentally Handicapped Classes and Learning Disability Classes
Peer reviewed Peer reviewed
Burke, Arlene Avery – Exceptional Children, 1975
Descriptors: Blacks, Exceptional Child Research, Learning Disabilities, Mental Retardation
Factors in Special Class Placement
Peer reviewed Peer reviewed
Rubin, Rosalyn A.; And Others – Exceptional Children, 1973
To identify factors associated with student placement in classes for the educable mentally retarded, comparisons on socioeconomic, behavioral, and achievement variables were made between a group of 17 regular class Ss with IQs less than 80, and three groups of special class Ss. (Author)
Descriptors: Behavior Problems, Children, Classification, Exceptional Child Research
Attitudes of Children Toward Their Special Class Placement
Peer reviewed Peer reviewed
Warner, Frank; And Others – Exceptional Children, 1973
Descriptors: Adolescents, Children, Exceptional Child Education, Identification
Labels and Stigma in Special Education
Peer reviewed Peer reviewed
Jones, Reginald L. – Exceptional Children, 1972
Descriptors: Adjustment (to Environment), Classification, Disadvantaged Youth, Exceptional Child Education
The Special Education Contract for Mildly Handicapped Children
Peer reviewed Peer reviewed
Gallagher, James J. – Exceptional Children, 1972
The author considers the advantages and problems of labeling and proposes and discusses a 2-year special education contract. (Author)
Descriptors: Adjustment (to Environment), Administrative Policy, Classification, Exceptional Child Education
What's Happening in Self-Contained Special Education Classrooms?
Peer reviewed Peer reviewed
Algozzine, Bob; And Others – Exceptional Children, 1988
This study examined the nature of instruction provided in 40 self-contained special classes for students classified as learning disabled, emotionally handicapped, or educable mentally retarded. Few differences were identified in teacher communication patterns, learner involvement, and instructional methods for students with different categorical…
Descriptors: Classroom Techniques, Elementary Secondary Education, Emotional Disturbances, Learning Disabilities
Special Class Placements as Labels: Effects on Children's Attitudes toward Learning Handicapped Peers.
Peer reviewed Peer reviewed
Bak, John J.; And Others – Exceptional Children, 1987
Students in grades four to six (N=77) judged the capabilities of peers traditionally labeled as "learning disabled" or "educable mentally retarded" but depicted in written vignettes only as attending either a resource room or special classroom. Students in special classes were judged significantly less capable than students in resource room…
Descriptors: Attitudes toward Disabilities, Intermediate Grades, Labeling (of Persons), Learning Disabilities